Exploring Learning Dimensions and Career Readiness of a Laser Cutter Station in a School Makerspace: A Case Study

Document Type

Working Paper

Source of Publication

Research Square Platform

Publication Date

3-23-2025

Abstract

This case study aimed to explore the learning dimensions and career readiness associated with a laser cutter station within a makerspace for high school students. The study investigated the frequency of different dimensions of Bevan et al.’s (2020) learning framework, including conceptual understanding, problem-solving and critical thinking, creativity and self-expression, initiative and intentionality, and social and emotional engagement. Employing a mixed-methods approach, the research integrated online surveys and reflective journals to gather quantitative and qualitative data. Twenty high school students completed this study's surveys and reflective journals. The findings shed light on the potential of a laser cutter station in facilitating various aspects of learning and career development among students in a school makerspace environment. Furthermore, it indicated that a laser cutter station enhances student engagement, creativity, and intentionality, aligning with Bevan et al.’s Learning Dimensions Framework (2020) for making and tinkering. Students demonstrated improved problem-solving, collaboration skills, and creativity, which are essential for career readiness in the 21st-century workforce. The study contributed to the growing body of knowledge on the educational value of makerspaces, underscoring the laser cutter station’s role in fostering an enriched learning environment. It offers valuable insights for educators and policymakers on integrating such technology into school makerspace settings to enhance learning outcomes and career preparedness.

Publisher

Research Square

Disciplines

Arts and Humanities | Education

Keywords

Innovation, Makerspace, Design

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Indexed in Scopus

no

Open Access

yes

Open Access Type

Gold: This publication is openly available in an open access journal/series

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